|Artwork Title: How Do We
Name of Artist: Juraimy Abu Bakar, Jasmine Tan Jia Min
School: CHIJ Katong Convent, BA (Arts) National Institute Of Education
The lesson unit focuses both art-making and art discussion, with the latter recommended to be the activity chosen to start the unit.
The work created by the teacher is part of a creative collaborative process that between artists/teachers. The aim is to negotiate how one could develop the visual possibilities based on original marks created. The pair of works were created separately with each by individual artist. The initial artistic endeavour was to simply create expressive marks using the wet medium. Then both artists/teachers exchanged their works compelling the other to ‘complete’ the works exchanged with whatever methods the other party deem suitable. It’s a work process design to draw out the tension and synergy that emerges from a spontaneous endeavour to negotiate, direct, submit and revise aesthetic expressions.
2. LEARNING OUTCOMES
For art making:
This unit allows students to appreciate the effects expressive marks have on the viewers and encourages them to create expressive marks using the wet medium. This process should enable students to understand how the control of medium has an influence on the manner the mark appears on a surface.
|3. How the lesson might unfold. For example:
a. Get students interested by exploring ideas using the following thinking questions:
– What title would you give to each of the two works?
Elicit responses from students and get them to write it in their air journal. To extend the learning from a more engaged interaction with the works, consider using ‘Think-Pair-Share’ (TPS) as a teaching strategy. Work this into the flow which may begin TPS with a own reflection express in writing within time limit.
b. key processes in the lesson (e.g. ideation, telling stories to each other, story boarding)
Mark Making exploration
c. What artist references did you use, and why
4. Practical tips for teachers.
a. Worksheet B
– Students are to work in pairs allowing each of the pair to spend 30 minutes on their tasks.
– To promote inquiry into art marking, consider providing each pair a ziplog bag that contains materials that can be used as tools for mark making
b. The duration for this entire unit could be about four one-hour lessons.
5. Additional resources for teachers